Konstantinos Sotiropoulos

Body size variation is central in the evolution of life‐history traits in amphibians, but the underlying genetic architecture of this complex trait is still largely unknown. Herein, we studied the genetic basis of body size and fecundity of the alternative morphotypes in a wild population of the Greek smooth newt ( Lissotriton graecus ). By combining a genome‐wide association approach with linkage disequilibrium network analysis, we were able to identify clusters of highly correlated loci thus maximizing sequence data for downstream analysis. The putatively associated variants explained 12.8% to 44.5% of the total phenotypic variation in body size and were mapped to genes with functional roles in the regulation of gene expression and cell cycle processes. Our study is the first to provide insights into the genetic basis of complex traits in newts and provides a useful tool to identify loci potentially involved in fitness‐related traits in small data sets from natural populations in non‐model species.

An issue that might concern the species problem is the understanding and acceptance of evolution by students. The reason is that some of the modern concepts, which have been developed to define the species category, do not fit the evolutionary theory. In addition, some other concepts are simply criteria for the delimitation of species taxa. In particular, the biological and morphological species concepts, which are present in every textbook and are used almost exclusively in the teaching of evolution, can intensify students’ essentialist perceptions. However, these perceptions could be effectively dealt with the development of the species problem and the nature of species taxa in the classroom, and also the treatment of species as one more level of organization of biological systems during teaching process. This approach is employed in a lesson with a view to contributing to the structure of a fully developed conceptual framework by the students in order to understand the evolution.